{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80351"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80351","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Learning to Read Chinese: The Roles of Phonological Awareness and Morphological Awareness","abstract":"The results of Study 1 demonstrate that second graders were better than first graders on all measures except for the syllable-categorization task, in which the two grades did not differ. Similarly, except for the syllable-categorization task, in which the three reading levels did not differ, all the measures distinguished the performance of good readers from poor readers. Morphological awareness had a greater influence on children's reading performance than did phonological awareness. The results of Study 2 show that the PA instruction group performed the best on the phonological awareness posttest of the four groups, and the MA instruction group outperformed the other groups on the character recognition posttest. Unfortunately, no significant differences on students' morphological awareness posttest were found among the four groups, and the performance of students on the reading posttest was not greatly attributed to the intervention in phonological or morphological awareness.","abstract_html":"The results of Study 1 demonstrate that second graders were better than first graders on all measures except for the syllable-categorization task, in which the two grades did not differ. Similarly, except for the syllable-categorization task, in which the three reading levels did not differ, all the measures distinguished the performance of good readers from poor readers. Morphological awareness had a greater influence on children's reading performance than did phonological awareness. The results of Study 2 show that the PA instruction group performed the best on the phonological awareness posttest of the four groups, and the MA instruction group outperformed the other groups on the character recognition posttest. Unfortunately, no significant differences on students' morphological awareness posttest were found among the four groups, and the performance of students on the reading posttest was not greatly attributed to the intervention in phonological or morphological awareness.","abstract_has_math":false,"creators":["Wang, Chiung-Chu"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Gaffney, Janet S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:41Z","date_published":"2015-09-25T19:56:41Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9945019"],"render_values":[{"text":"(MiAaPQ)AAI9945019","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80351","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gaffney, Janet S."]},{"key":"dc:creator","label":"Author","values":["Wang, Chiung-Chu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:41Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80351","(MiAaPQ)AAI9945019"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The results of Study 1 demonstrate that second graders were better than first graders on all measures except for the syllable-categorization task, in which the two grades did not differ. Similarly, except for the syllable-categorization task, in which the three reading levels did not differ, all the measures distinguished the performance of good readers from poor readers. Morphological awareness had a greater influence on children's reading performance than did phonological awareness. The results of Study 2 show that the PA instruction group performed the best on the phonological awareness posttest of the four groups, and the MA instruction group outperformed the other groups on the character recognition posttest. Unfortunately, no significant differences on students' morphological awareness posttest were found among the four groups, and the performance of students on the reading posttest was not greatly attributed to the intervention in phonological or morphological awareness.","Made available in DSpace on 2015-09-25T19:56:41Z (GMT). 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Similarly, except for the syllable-categorization task, in which the three reading levels did not differ, all the measures distinguished the performance of good readers from poor readers. Morphological awareness had a greater influence on children's reading performance than did phonological awareness. The results of Study 2 show that the PA instruction group performed the best on the phonological awareness posttest of the four groups, and the MA instruction group outperformed the other groups on the character recognition posttest. Unfortunately, no significant differences on students' morphological awareness posttest were found among the four groups, and the performance of students on the reading posttest was not greatly attributed to the intervention in phonological or morphological awareness.","Made available in DSpace on 2015-09-25T19:56:41Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9945019.pdf: 6541688 bytes, checksum: 1e6eb235982a26bf51f7097856ec6e15 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81633 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","146 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/80351","(MiAaPQ)AAI9945019"],"dc:language":["eng"],"dc:subject":["Education, Elementary"],"dc:title":["Learning to Read Chinese: The Roles of Phonological Awareness and Morphological Awareness"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}